VET Practitioner Resource

 

Teaching, training and assessment resources > Teaching and learning

Here you will discover information and resources that cover learning strategies, delivery methods, work integrated learning, inclusive education and training, and good practice.

Resources on this page are a mix of free and for purchase and are categorised as 'research' or 'focus on practice'.  All resources listed are Australian in origin unless otherwise labelled.


Click on the following topics to access resources:

What's new in Teaching and learning

  • Digital skills for education & training: a good practice guide [added 7 September 2023]
    (Author/source: TeachingOnline.com.au with Dr Deniese Cox, 2023)
    Recent research by Dr Deniese Cox has that found that, not only are digital skills a barrier to education participation for learners, but providing remedial digital skills support to learners has a significant impact on the work of educators. This good practice guide has been developed to address these learner and educator challenges. It presents practical, research-driven guidelines to inform the selection and implementation of learner digital skill support systems in education and training.
    The guide is available free to all educators and providers.
  • Analytical intelligence: the # 1 skill set for highly effective and successful learners and people [for purchase] [added 19 July, 2023]
    (Authors: Chris Chinien and France Boutin)
    Highly-developed analytical intelligence can help the individual learn more successfully, contribute to improving performance at work, and wherever critical thinking, creativity and problem-solving are required. This e-book is about helping you to develop and strengthen your analytical intelligence.
  • Atlas of emerging trends in new qualifications and competencies in TVET [BILT Atlas] [international, added 19 July, 2023]
    (Source: UNESCO-UNEVOC)
    This resource will help TVET stakeholders reflect upon, and share knowledge about, the challenges and opportunities facing TVET systems. The Atlas works within the BILT framework of three Is: identification, integration and implementation of new qualifications and competencies in TVET. It has a special focus on the twin transition of greening and digitalization affecting the future of work and society.
  • ChatGPT and Artificial Intelligence in higher education: quick start guide [international, added 19 July, 2023]
    (Source: UNESCO)
    This guide provides an overview of how ChatGPT works and explains how it can be used in higher education. The Quick Start Guide raises some of the main challenges and ethical implications of AI in higher education and offers practical steps that higher education institutions can take.

Learning strategies

 

General - Free resources

Research

  • Innovation in teaching and learning in vocational education and training: international perspectives [2009]
    (Source: NCVER)
    This publication explores both the characteristics and examples of innovative teaching and learning practice internationally. It found that technologies can be used to support networks of practitioners and resource banks to foster better professional practice and help practitioners exchange ideas and resources. In addition, it is important for practitioners to be able to step back from their 'daily grind' to think about what they can do differently and how. They need to be supported to test out new resources and pedagogies in a culture of active experimentation.
  • Learning and teaching in initial vocational education and training [2000]
    (Source: NCVER)
    This report looks at students' and teachers' perceptions of initial VET. It also reveals how students engage in learning in education and training, provides a description of current teaching practices, and shows the influences which shape learning and teaching in initial VET.
  • Learning styles in the age of differentiated instruction [article, 2010]
    (Source: Exceptionality: A Special Education Journal, Taylor and Francis)
    The concept of learning styles has tremendous logical and intuitive appeal, and educators' desire to focus on learning styles is understandable. Recently, a growing emphasis on differentiated instruction may have further increased teachers' tendency to look at learning styles as an instructionally relevant variable when individualizing instruction in increasingly heterogeneous classrooms. We discuss the overlapping concepts of individualized instruction and differentiated instruction, briefly review the evidence base for learning styles, and argue that instruction should indeed be individualized and differentiated. We conclude that there is insufficient evidence, however, to support learning styles as an instructionally useful concept when planning and delivering appropriately individualized and differentiated instruction.
  • Longitudinal Surveys of Australian Youth (LSAY)
    A study that follows young Australians over 10 years, from their mid-teens to mid-twenties, as they move through school to further study, work and beyond.
  • NCVER statistical collection - Students and courses
    Data on all Australian VET activity, including enrolments, completions and funding.
  • NCVER survey - National Student Outcomes
    Survey of VET graduate outcomes from and satisfaction with Australia's national training system.
  • Regenerating the Australian landscape of professional VET practice: practitioner-driven changes to teaching and learning [2009]
    (Source: NCVER)
    This publication explores both the characteristics and examples of innovative teaching and learning practice in Australia. It is based on discussions with practitioners and vocational education and training (VET) managers responsible for teaching and learning. It examines why and how people are changing their pedagogy, and with what results.
  • Students' suggestions for improving their vocational education and training experience [2009]
    (Source: NCVER)
    An analysis of student verbatim responses in the Student Outcome Survey provides suggestions for how the vocational education and training (VET) system could be improved. Eight major domains are discussed: course relevance and design; staff attributes and behaviours; teaching and learning practices; access to courses; facilities and services; assessment practices; learning resources; equipment and materials; initial information provision; and administration and learning support services.

Focus on practice

  • A collection of research-led, higher education resources and guidance materials for academics, graduate researchers and policy makers [2020]
    (Source: Melbourne Centre for the Study of Higher Education)
    Although pitched at higher education practitioners, many of these resources could be useful across all tertiary education context. The range of resources available here includes short practical guides, longer guides, discussion papers and reports and weblinks. This collection is organised into the following areas: Teaching, learning and assessment; Student experience and wellbeing; International education; Engagement; Policy and management; Archived publications.
  • ADCET/NCSEHE webinar: Supporting students' wellbeing during COVID-19: tips from regional and remote Australia [2020]
    (Source: Australian Disability Clearinghouse on Education and Training/National Centre for Student Equity in Higher Education)
    This ADCET webinar was delivered in partnership with the NCSEHE at Curtin University. Cathy Stone and Nicole Crawford look at research findings that inform understanding of ways to support students' wellbeing and success, in the context of learning and teaching online.
  • COVID-19: resources for the higher education sector [2020]
    (Source: National Centre for Student Equity in Higher Education, Curtin University)
  • Good practice in VET teaching and learning: a guide to practitioner perspectives [2018]
    (Source: Victorian Department of Education and Training)
    This guide provides information about, and examples of, good practice in teaching and learning for VET providers. It was commissioned by the Department of Education and Training (DET) and developed by drawing on the wide and varied experiences of VET practitioners working in the government-subsidised training market in Victoria.
  • Guides for staff on student equity, and supporting students' learning and mental wellbeing
    These four short guides include information about equity and top tips, as well as links to useful resources: (1) 'Equity' in higher education: what does this term mean and what are the practical implications for students in equity groups?; (2) Student equity in higher education: research, policy, practice and data; (3) Supporting students' learning: how to assist with academic writing, referencing and more; and (4)  Supporting students' mental wellbeing: what can we do 'on the ground'?
  • Faculty focus: higher ed teaching strategies [US]
    (Source: Magna Publications)
    A series of free reports focusing on what works and what doesn't when it comes to teaching, learning and leading - both in the traditional classroom and online.
  • Informing teaching: navigating and translating education best practice [2021]
    (Source: Australian Institute for Teaching and School Leadership)
    At a time when people have greater access to information than ever before, the ability to distinguish between what is robust research, and what is not, is a vital skill. This Spotlight addresses five questions to consider when navigating best practice in education: quality; reliability, validity and design study; sampling; significance; and implementation -  how can this research be applied in practice?
  • Teaching in the VET sector in Australia [2014]
  • This book provides an in-depth exploration of both the theory and the practice of teaching in the vocational education and training (VET) sector in Australia. Each chapter invites the reader to reflect on their own practice and offers practical examples and case stories to assist the teacher to develop their own professional expertise.
  • TAE40110 -Certificate IV in Training and Assessment (Learning Design) book of readings [2016]
    (Source: MRWED Training and Assessment)
  • UDL for FET Resource Hub [Ireland]
    (Source: Further Education and Training Authority (SOLAS) and Education and Training Boards Ireland)
    This resource hub hosts guidance, tools and resources for Further Education and Training (FET) staff seeking to learn about and apply the principles of universal design for learning (UDL), an educational framework which supports practitioners to reach and teach all of their learners and reduce barriers to learning in the design and delivery of their programmes.  While the guidance and tools have been created/curated for FET staff they are useful for practitioners seeking to implement UDL in all educational settings.
  • Universal Design for Learning in tertiary education: a scoping review and recommendations for implementation in Australia [2022]
    (Source: Australian Disability Clearinghouse on Education and Training)
    Universal Design for Learning (UDL) is a learning design approach that recognises there is no 'average' learner. UDL reduces the need for reasonable adjustments and enhances the experience of all learners, including those with disability. This scoping review provides a systematic comparison of the application of UDL in Australian and international tertiary education systems. This work has been used by the Australian Disability Clearinghouse on Education and Training (ADCET) and the National Disability Coordination Officer (NDCO) Program to inform the development of Australia's first free online UDL training for tertiary educators.

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For purchase

These are examples only of commercial products. Inclusion on this list does not signify endorsement by NCVER.

  • Skills Education resources [for purchase]
  • Thoughtful Works
    Provision of workshops, facilitation and coaching in areas including: engaging learners; vulnerable learners; supporting VET teachers in teaching and learning practice; professionalizing the practice of adult educators; and the Victorian Certificate of Applied Learning (VCAL).
    Examples of workshops:
    • Accommodating students with dyslexia and other specific learning differences
    • Advanced teacher/trainer facilitation
      This workshop facilitates reflection on practice, testing of familiar habits and investigation of research-based teaching strategies.
    • Developing assessments that suit all levels of learning
    • Developing student voice to improve teaching and learning
    • Developing students as learners
    • Effective feedback: the what, why, when and how
    • How to teach the essential skills and capabilities
    • Engaging learners
      Learn effective strategies to ensure your students are engaged in learning as well as progressing
    • Managing challenging behaviours
    • Successful ways to engage and support disadvantaged learners
      Identify barriers and share strategies to progress student learning and achievement using a solution-based approach
    • Teaching essentials  - growing educators
      This workshop addresses the core essentials of teaching such as planning, getting feedback, instruction methods and building a community of learners.
    • The impact of trauma on learning
    • The new educator
      Understand what learning looks like for the 21st century and move your practice into a new space of collaboration and activation. Create a positive and strong learning culture to engage educators in contemporary teaching pedagogy and practice.
    • VCAL workshops
      Literacy, assessment, principles, integrated projects

Adult learning - Free resources

Focus on practice

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Competency based education and training - Free resources

Research

  • Competency based education and training: a world perspective [2000]
    (Source: VOCEDplus)
    This book examines the implementation of competency based education in some of those countries, including Mexico, Australia, New Zealand, Cost Rica, South Africa and France.
  • Competency-based learning [book chapter, Canada, 2015]
    (Source: Teaching in a digital age: guidelines for designing teaching and learning, BC Open Textbooks)
  • The problematic role of CBT in Australian VET [paper, 2018]
    (Source: University of Melbourne)
    For many who work in the system, CBT is the only curriculum model they know for vocational education. This discussion describes the attractions of CBT to make clear that the architects of training reform had good reason to make CBT the cornerstone of a new system. This survey is followed by a systematic look at criticisms and shortcomings of CBT as articulated by researchers and other stakeholders. Finally, two questions are presented which would be useful to ponder in any attempt to shift away from CBT.
  • Working with a competency-based Training Package: a contextual investigation from the perspective of a group of TAFE teachers [article, 2015]
    (Source: International Journal of Training Research, Taylor and Francis)
    Reforms in the Australian VET landscape have generated significant interest in the changes to the delivery and nature of formal (off-the-job) training provided by RTOs. In this study, despite the reticence to change their pedagogy, the teachers capitalized upon the inherent flexibility in the Training Package framework to tailor and create opportunities for apprentices to apply and contextualize their knowledge and skills to realistic workplace tasks.

Focus on practice

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For purchase

This is an example only of a commercial product. Inclusion on this list does not signify endorsement by NCVER.

Problem based learning - Free resources

Research

Focus on practice

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Teaching digital skills - Free resources

Research

  • Developing digital competences of vocational teachers [book chapter, Switzerland, 2018]
    The main goal of the research presented is to develop a conceptual framework for teachers' professional development focused on digital competencies in vocational schools. See publisher's website for citation details.
  • Digital competence and professional development of vocational education and training teachers in Queensland [thesis, 2016]
    Using a mixed methods approach, this thesis investigated the current digital teaching capacities of VET teachers and how current professional development opportunities are helping to address their learning needs.
  • The digital literacy imperative [issue brief, US]
    Published by the Center for Strategic and International Studies, this brief acknowledges that pervasiveness of digitalisation and the importance of acquiring the right set of digital skills for learning and workforce readiness. It highlights the digital skills continuum, multilateral efforts on digital literacy, and the role of the United States in these efforts.
  • Digital skills cross sector project: case for change [2017]
    This project looked across a number of Training Packages to identify qualifications, skill sets and units of competency impacted by digital analytic/diagnostic skills, additive manufacturing (3D printing) skills, and programming/coding skills. The case for change includes recommendations to review and update 10 existing qualifications and 211 existing digital units from Training Packages within the scope of this project. It also recommends the undertaking of further cross sector work to examine the skill needs of Industry 4.0 and the potential impact on Training Packages.
  • Levelling up: the quest for digital literacy [Canada, 2018]
    This report maps the digital literacy education and training landscape in Canada. It highlights the types of digital skills that people in Canada are pursuing, sheds light on barriers to access, and identifies existing gaps and potential opportunities to improve the development and supply of digital literacy skills.
  • Preparing for Industry 4.0: will digital skills be enough? [2018]
    This research arose from work commissioned by the Australian Industry and Skills Committee - in the form of a cross sector project looking at the need for digital skills in a range of manufacturing and related industries. This report synthesises the research evidence - in relation to both digital skills and the broader challenges of skilling workers for the Industry 4.0 workplace.
  • Skilling for digital disruption and the future of work [webinar, 2018]
    This webinar will explore the vocational education and training implications of digital disruption in our future workplaces. The presenters will discuss the drivers changing the world of work, the skills we're predicted to need in the future and what this means for training. The presentation will consider a forthcoming NCVER research report that investigates the training implications of disruptive technologies associated with Industry 4.0, from the perspective of technology producers (innovators) and technology users (industry).
  • Skilling the Australian workforce for the digital economy [2019]
    This study explored the current digital skills demand and supply situation in Australia's workforce. The research investigated the skills impact of digitalisation on two industry sectors - transport and logistics, and public safety and correctional services - as well as the wider workforce. The research culminated in a proposed Australian workplace digital skills framework to help identify digital skills gaps among Australian industries and workforces to enable the development of appropriate training programs.
  • What digital skills do adults need to succeed in the workplace now and in the next 10 years? [UK, 2018]
    The aim of the evidence brief is to collate the evidence as comprehensively and systematically as possible to address this policy question. The brief outlines current definitions of general digital skills and highlights the current and possible future digital skills and competencies likely to be valued by the labour market. Three case study sectors - health and social care, culture and creative industries and financial services - are considered in light of current digital skill needs and developing digital skill requirements.

Focus on practice

Professional development for educators NEW

  • Digital Competence Framework for Educators (DigCompEdu) [Europe]
    (Source: European Commission)
    This framework describes what it means for educators to be digitally competent. It provides a general reference frame to support the development of educator-specific digital competences in Europe. DigCompEdu is directed towards educators at all levels of education, from early childhood to higher and adult education, including general and vocational education and training, special needs education, and non-formal learning contexts.
    • DigCompOrg Framework
      The DigCompOrg framework can be used by educational organisations (i.e. primary, secondary and VET schools, as well as higher education institutions) to guide a process of self-reflection on their progress towards comprehensive integration and effective deployment of digital learning technologies. It is designed to focus mainly on the teaching, learning, assessment and related learning support activities undertaken by a given educational organisation and has elements common to all education sectors.
  • Digital Teaching Professional Framework [UK]
    (Source: Education and Training Foundation)
    The Education and Training Foundation (ETF) supports practitioners across the further education and training sector in achieving their professional development goals. This professional framework is for teaching and training practitioners across all parts of the FE sector, including for learning providers in the workplace, community settings and prisons. It has been designed to focus on the benefits of good pedagogy supported by technology to enhance learning.

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Work-based learning - Free resources

Research

  • The hidden classroom of the workplace: how employees learn at work in both formal and informal ways [US, 2014]
  • The workplace learning examples described in this report are taken from real portfolios by working adults participating in LearningCounts. The examples show how the workplace can, and does, serve as a learning laboratory for workers, suggesting that employers might benefit from understanding more about how this learning laboratory can contribute to the organization.
  • Work-based learning and work-integrated learning: fostering engagement with employers [2016]
    (Source: NCVER)
    Work-based learning and the inclusion of the world of work into tertiary students' learning lie at the heart of the Australian VET system. Despite the strong emphasis of work-based learning in post-secondary education, both VET providers and universities faces challenges when it comes to engaging industry and employers in these educational provisions. This research synthesis draws on the literature on work-based learning and work-integrated learning to identify how engagement with industry and employers can be fostered, and what the two sectors can learn from each other.

Focus on practice

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For purchase

This is an example only of a commercial product. Inclusion on this list does not signify endorsement by NCVER.

  • Global perspectives on work-based learning initiatives [book, 2019]
    (Source: IGI Global)
    This publication provides research on recent progress in selected countries across the globe in educational programs designed to better prepare students for the workforce through the use of work-related learning.

Delivery methods

 

Face-to-face education and learning - Free resources

Research

  • Brief classroom training sessions for workplace readiness: are they effective? [article, 2017]
    (Source: International Journal of Training Research, Taylor and Francis)
    Classroom training sessions for new home care workers (HCWs) are often brief and ad hoc, varying in format and content. Yet the application of this training may be central to worker and client safety. A qualitative approach was adopted for this inquiry, comprising two separate but related practical studies. The paper concludes with a set of recommendations for enhancing the effectiveness of brief classroom training sessions, and suggestions for future research.
  • Comparison of the influences of structured on-the-job training and classroom training approaches on trainees' motivation to learn [article, Taiwan, 2016]
    (Source: Human Resource Development International, Taylor and Francis)
    Increasing trainees' learning motivation is critical to help them perform well in the training programme. This paper aims to examine the influences of the structured on-the-job training (S-OJT) and classroom training approaches on trainees' learning motivation and learning performance.
  • Choosing between online and face-to-face courses [US, 2013]
    (Source: Community College Research Center, New York)
    In this study, community college students discussed their experiences with online and face-to-face learning, as well as their reasons for selecting online versus face-to-face sections of specific courses.

Online/distance education and learning - Free resources

Research

  • A learner perspective on barriers to e-learning [article, 2013]
    (Source: Australian Journal of Adult Learning)
    This study aims to identify and categorize barriers to e-learning adoption and the relative impact of those barriers on learners. It contributes to the understanding of learner perceptions of barriers, the different types of barriers and their relative importance.
  • Mobile learning and social media in adult learning [Europe, 2015]
    (Source: European Commission)
    This paper summarises the research on the use of social media and smart devices in adult learning.
  • NCVER research on delivering VET online [2021-2022]
  • Online learning, digital isolation and COVID-19 [2020]
    (Source: Reading Writing Hotline)
    Feedback from the Language, Literacy and Numeracy sector is that many adults do not have the skills, understanding or access to technology to succeed in education. Employers are also requiring employees to use more digital practices, needing additional training. Whilst there is a drumbeat for online learning, it is important to be reminded that it does not meet the needs of all learners, particularly those experiencing disadvantage and may undermine the basis for community education impacting social connection. [Excerpt from publisher]
  • The secret is the teacher: the learner's view of online learning [2002]
    (Source: NCVER)
    This report is based on a survey of vocational education and training students who were studying online, as well as discussions with teachers. It describes what makes for a quality online learning experience and provides suggestions for organisations delivering training online.
  • Supporting students through the COVID-19 crisis and shift to remote learning: how students are feeling and how educators can help [webinar, US, 2020]
    (Source: SurveyMonkey)
    This research asked 955 students currently enrolled in post-secondary education across the US, how faculty and staff can best support them during this unprecedented time, and what they need to be successful in an online learning environment. The students were a mix of full and part time at all levels, undergraduate/graduate, in public, private, community college, and trade/professional schools. This webinar discusses the research results.
  • Technology-enabled learning: policy, pedagogy and practice [international, 2020]
    This publication from the Commonwealth of Learning, hosted by the Government of Canada, is based mostly on various technology-enabled learning (TEL) projects from the last five years and presents diverse experiences of TEL from a critical research perspective, offering lessons that can be deployed elsewhere.

Focus on practice

  • 10 best practices to be an effective online teacher [online article, 2016]
    (Source: eLearning Industry)
  • The 10 fundamentals of teaching online for faculty and instructors [guide, Canada, 2016]
  • 10 principles of effective online teaching: best practices in distance education [US, date not supplied]
    (Source: Magna Publications)
    This special report explains the 'rules of the road' for online teaching and learning as developed at Penn State's World Campus.
  • 10 reasons students don't participate in online discussions: how to remedy each [2013]
    (Source: Debbie Morrison, Online Learning Insights)
    This resource is designed for educators of online courses who use discussion forums as part of their instructional plan.
  • ADCET/NCSEHE webinar: Three Essentials in moving online [2020]
  • ASQA webinar - Online learning: beyond PDFs and Zoom
    (Source: Australian Skills Quality Authority, May 2021)
    The disruption caused by the COVID-19 pandemic saw many training providers make a rapid transition to online training, but what's next? This free webinar provides the opportunity to hear from a VET consultant, provider and quality assessor on how VET providers can use educational technology to enhance and support the quality of online learning and outcomes for their students.
  • Australian Skills Quality Authority strategic review of online learning in the VET sector [2020-]
    A series of papers have been published as part of this review initiated by ASQA in 2020 - prompted by the significant number of providers who shifted their delivery online in response to the circumstances created by the coronavirus (COVID-19) pandemic.
    • ASQA Strategic Review of Online Learning final report
      This review of online learning in the VET sector was undertaken to address a regulatory risk identified in the ASQA's Regulatory Strategy 2020-22 and in the 2021-22 Regulatory Risk Priorities. The review found that whilst quality VET can be delivered online, taking into consideration the requirements of the training product, the student cohort, the skills of the trainer and assessor, and the tools, technologies, and processes for delivering online, the challenges, opportunities and risks vary depending on those factors. There is no single issue or feature that is an indicator of greater or lesser risk to quality.
  • Best practice in distance education and e-learning [2013]
    (Source: International Specialised Skills Institute)
  • Commonwealth of Learning
    An intergovernmental organisation created by Commonwealth Heads of Government to encourage the development and sharing of open learning and distance education knowledge, resources and technologies.
  • Digital learning [for schools]
    (Source: Victorian State Government, Education and Training)
    This website provides ​teaching ideas, materials and safety for using digital technologies in the classroom.
  • Digital Technologies Hub [school curriculum]
    (Source: Education Services Australia]
    This site is designed around the Digital Technologies Curriculum. Provides lesson ideas linked to the curriculum, explore strategies and advice from Australian primary and secondary schools and more.
  • Foundations for good practice: the student experience of online learning in Australian higher education during the COVID-19 pandemic [2020]
    (Source: TEQSA)
    This report is a high-level thematic analysis of summaries of student experience surveys conducted by 118 Australian higher education providers in the first half of 2020. It outlines positive and negative aspects of the transition identified by students, to support providers in addressing concerns.
  • Good practice in online teacher education [2019]
    (Source: National Centre for Student Equity in Higher Education, Curtin University)
    This document responds to the growth in online initial teacher education (ITE) around Australia and the concerning statistics about lower retention, success, and completion rates of online ITE students. It is intended to be used by teacher educators working in the online space. It will also have relevance for educators working in other discipline areas in higher education who teach online.
  • The importance of trust in nurturing student engagement online [article, UK, 2022]
    (Source: Staff and Educational Development Association blog)
    This brief article argues that good teaching must include trust to acknowledge that learning is not simply a cognitive process; it has affective elements. The discussion highlights five critical characteristics for nurturing and developing trust between students and educators.
  • International Review of Research in Open and Distributed Learning [journal]
  • Learning technology: a handbook for FE teachers and assessors [UK, 2018]
    This handbook is designed for further education (FE) and post-16 teachers. It provides the knowledge and skills required to source information learning technology (ILT) and content, and to convert traditional learning and teaching resources into engaging and interactive online material. It is designed around each aspect of the teaching and training cycle - identifying needs, planning and designing, delivering and facilitating, assessing and evaluating.
  • Leveraging innovative technology in literacy and education programmes for refugees, migrants and internally displaced persons [international case studies, 2022]
    (Source: UNESCO Institute for Lifelong Learning)
    This compilation of 21 case studies highlights efforts from around the globe to use ICTs in innovative and effective ways to offer literacy and educational opportunities to young and adult refugees, migrants and IDPs. One of the case studies featured is Connected: Adult Language Learning through Drama, run by the Sydney Theatre Company. The program provides English language learning to adult refugees, asylum seekers and migrants in Australia through drama and literacy workshops.
  • Online learning good practice [updated 2022]
    (Source: Tertiary Education Quality and Standards Agency)
    TEQSA's online learning good practice hub was launched at the beginning of the COVID-19 pandemic to support providers with the transition to online learning. These resources were subsequently added to throughout 2020 and 2021.
    In early 2022, TEQSA reviewed and refined this content to reflect the changing nature of online teaching and learning, building on insights and experiences of providers, teaching staff and students during the pandemic. TEQSA welcomes further contributions and feedback, as we aim to build on the materials already available to ensure that this resource continues to be useful and relevant to the sector.
  • Pedagogy before technology: understanding the confidence of vocational educators for integrating technology enhanced learning [conference paper, 2021]
    (Source: Australasian Society for Computers in Learning in Tertiary Education)
    This project investigated VET educators' perspectives of the usefulness and ease-of-use of technology in their units, including the difficulties they had implementing technology. VET Teachers were offered a one-day 'bootcamp' style workshop where they were introduced to innovative technology for the classroom
  • Podcast: Pulling back the curtain in online learning [US, 2020]
    (Source: Great Plains Interactive Distance Education Alliance)
    In this episode on effective remote and online teaching, Dr. Tammy Shelton helps 'pull back the curtain' in online learning to better understand what goes into it from a teacher's perspective, as well as what learners should expect and even demand from their education. The podcast, in the form of an interview, addresses the difference between online and remote learning, hybrid versus high flex, and the future of higher education in its new normal.
  • Resources for online teaching [2020]
    (Source: Melbourne Centre for the Study of Higher Education, Melbourne University)
    This suite of resources and professional development opportunities has been collected here to support online teaching and learning. Resources include short practical guides, discussion papers and resources, and upcoming/past events and resources.
  • Seven practices for building community and student belonging virtually [US, 2020]
    (Source: American Talent Initiative)
    This practice brief outlines a set of seven practices that institutions can adopt to ensure students maintain a sense of community and belonging, even in a largely virtual climate.
  • Smoothing the transition to online learning [online article, 2020]
    (Source: Australian Council for Educational Research)
    In this article, ACER's Dr Anne-Marie Chase recommends resources and reading to help teachers prepare for the transition to online learning.
  • Staying 'present' when teaching from a distance [online article, 2020]
    (Source: National Centre for Student Equity in Higher Education, Curtin University)
  • Strategic review of online learning in the VET sector
    This strategic review will seek to understand the challenges that providers, employers and students experience in the adoption and provision of online learning in the VET sector.
    • Webinar on building e-learning capability
      (Source: ASQA, December 2020)
      In support of the review, ASQA ran a webinar and live forum on Monday 7 December 2020 to discuss the new online skill set, the challenges of training in COVID-19 and ideas for building e-learning capability. The review is part of ASQA's regulatory strategy 2020-22, which outlines its regulatory priorities for the next two years. The review's findings will inform the development of guidance and support ASQA can offer providers to promote quality outcomes in the VET sector and support self-assurance. It will also inform how ASQA engages with its broader stakeholders about online learning and its delivery in the VET sector.
    • Follow up discussion webinar
      (Source: ASQA, March 2021)
      This follow-up discussion webinar took place on Wednesday 3 March 2021 to respond to questions raised in our December Feedback Loop 1 webinar. The live question-and-answer format allowed panellists to discuss the new online skill set, the challenges of training in COVID-19 and ideas for building e-learning capability. The webinar featured a moderated panel made up of ASQA and industry representatives.
  • TDA Webinar - Engaging trades learners in a virtual class: experiences and lessons
    (Source: TAFE Directors Australia, April 2021)
    This webinar, introduced by Craig Robertson, focuses on how virtual reality (VR) can be brought to trades training. The event featured two key speakers with considerable experience in using technology in trades training: VR in online training / Shannon Baldock, Refrigeration Lecturer, TAFESA; Engaging trades learners in a virtual class / Husnen Rapani, CEO, Infinispark Pty Ltd.
    Ronald Jackson, TDA's Director, Strategy and Tertiary Education, presented 'Reflections on TAFE's response to COVID: teaching trades',which includes an overview of the TDA report, The power of TAFE: the COVID story, published in December 2020.
  • Teaching in a digital age: guidelines for designing teaching and learning [Canada, 2015]
    (Source: BC Open Textbooks)
  • Teaching online resources [2020]
    (Source: Deniese Cox, Teaching online researcher, educator, and coach)
    This page provides a range of free videos on a variety of topics associated with teaching online.
  • Teaching with YouTube [2020]
    (Source: Eddie Woo on YouTube)
    Eddie Woo is an Australian secondary school teacher and writer best know for his online mathematics lessons published on YouTube. This video provides a guide to the kind of equipment teachers can use to record lessons for students to access online.
  • Understanding online pedagogy [online article, 2017]
    (Source: Australian Council for Educational Research)
  • Webinar: Using technology to support postsecondary student learning [US, 2020]
    (Source: College Completion Network, American Institutes for Research)
    This What Works Clearinghouse (WWC) webinar describes effective methods for supporting remote postsecondary teaching and learning during the current global health crisis. The webinar focuses on strategies for applying the evidence-based recommendations in the WWC's Using Technology to Support Postsecondary Student Learning Practice Guide, published in 2019.

For purchase

These are examples only of commercially available products. Inclusion on this list does not signify endorsement by NCVER.

  • ACER Accredited Short Course: Online Facilitation [2020-2021]
    (Source: Australian Council for Educational Research)
    This course is intended for educators new to online facilitation or those aspiring to improve their skills in online facilitation. It will equip participants with the skills and knowledge to be an effective online facilitator. The focus of the course is on the theory and practice of online pedagogy, how to facilitate online discussion and collaboration, and support student learning in the online environment. This course would be appropriate to educators working at all levels of education including school age, vocational education and training and higher education.
  • Velg Training webinars 
    • eLearning FUNdamentals for Excelling in eLearning Engagement
      Recorded on 03/12/2018 and forming part of Velg Training's Focus Week on eLearning, this webinar showcased the philosophies, tools and techniques enabling you to develop 'wow' eLearning at reduced cost and faster development timeframes.
    • Engaging Learners - Resources and Activities
      Recorded on 08/05/2019, this webinar discussed 40+ ideas that work to engage learners and disproved the theory to 'just using PowerPoint'.
    • Engaging Online Learning Tools for Training
      Recorded on 07/12/2018 and forming part of Velg Training's Focus Week on eLearning, this webinar explored how online tools can help to increase engagement with learners. As trainers, where do we begin? How do we incorporate the use of technology in our training across a range of delivery methods?
    • HTML, CSS and Bootstrap Hacks for eLearning
      Recorded on 05/12/2018 and forming part of Velg Training's Focus Week on eLearning, this webinar taught you quick HTML, CSS and Bootstrap tips and tricks to enhance your online resources.
    • Kickstarting Your Digital Transformation
      Recorded on 06/12/2018 and forming part of Velg Training's Focus Week on eLearning, this webinar provided tips and tricks that will kickstart your digital transformation in moving your training online.

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Blended/hybrid education and learning - Free resources

Research

  • Blended learning in vocational education: teachers' conceptions of blended learning and their approaches to teaching and design [journal article, 2012]
    (Source: The Australian Educational Researcher)
    This paper presents research exploring teachers' experiences of using blended learning in vocational education. Teachers involved in designing and teaching using blended learning from a major Australian vocational education provider participated in the study.
  • Considerations for applying blended learning programs within TAFE [2015]
    (Source: International Specialised Skills Institute )
    This Fellowship was undertaken to better understand how learning platforms and learning tools are selected to encourage both teaching staff and students to engage fully in blended learning. It focused on three key areas: (1) the range of current technology choices available when developing blended learning courses; (2) the significance of teacher technological proficiency when implementing blended learning; and (3) the overall framework for implementation of successful blended learning programs for TAFE learners and teachers.
  • Effects of the flipped classroom: evidence from a randomized trial [discussion paper, US, 2019]
    (Source: School Effectiveness and Inequality Initiative, MIT Department of Economics)
    In a flipped classroom, an increasingly popular pedagogical model, students view a video lecture at home and work on exercises with the instructor during class time. This research demonstrated feasibility for the flipped classroom to induce short term gains in student learning; however, findings also suggest that educators should exercise caution when considering the model.
  • Good practice report: blended learning [2011]
    (Source: Australian Learning and Teaching Council)
    This research provides a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships relating to blended learning.
  • International best practice blended learning for disadvantaged and vulnerable VET learners
    This International Specialised Skills Institute Fellowship involved research at Temasek Polytechnic Singapore, Mauritius Institute of Training and Development (MITD) and RMIT College of Vocational Education. It found that effective blended learning involves a range of strategies including specific teacher professional development, supporting student digital literacy, use of the blended learning continuum and interactive educational tools. The report recommends that education and training providers establish dedicated blended learning mentors or 'champions' for peer-to-peer training and support.
  • Strategies for blended TVET in response to COVID-19 [international, 2020]
    In the current situation caused by COVID-19, blended 'as-distance-as-possible' TVET allows for continuing selected components of TVET programmes, upskilling of essential workers in their workplaces, and starting to reskill displaced workers. It also offers the potential to rethink traditional TVET models to be able to reduce costs and increase flexibility, and thus reach marginalised and remote learners, including those working in the informal sector. This publication shares examples and insights that can assist TVET officials and leaders to respond to immediate challenges and to prepare for a more resilient future.

Focus on practice

  • Blended learning: the way to go!
    (VDC News, August 2020)
    This article notes that, in the current environment and post-COVID-19, using more flexible approaches to learning are called for in VET, especially blended learning. This article looks at what blended learning is and what represent good practice.
  • Fundamentals of blended learning
    (Source: University of Western Sydney)
  • Quality assurance rubric for blended learning [international, 2020]
    From the Commonwealth of Learning, hosted by the Government of Canada, comes this innovative tool designed to support individuals and institutions in the development of blended learning courses. It covers eight categories and supporting quality elements that can be used to benchmark the features of a blended learning course against a set of qualifiers.

For purchase

This is an example only of a commercially available product. Inclusion on this list does not signify endorsement by NCVER.

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Social media - Free resources

Research

Focus on practice

  • Social media for learning and teaching undergraduate sciences: good practice guidelines from intervention [article, 2015]
    (Source: Electronic Journal of e-Learning)
    This paper reports on an investigation into the success of Facebook as an educational tool for a Pathology course for Medical Radiation students and a Clinical Sciences course for Nursing students. The focus is on the development  of  good practice principles relating to learning and teaching utilising Facebook groups. Six good practice principles were identified relating to: goals and objectives, expectations, communication, engagement with the course content, active participation, and learning environment.
  • Social media for teachers: guides, resources, and ideas [article, updated February 2015]
    (Source: Edutopia)
  • Social media in VET courses: good practice guide [2017]
    (Source: NCVER)
    This good practice guide explores the types of social media being used in vocational education and training (VET) courses, the benefits and pitfalls of using social media in teaching and learning as well as tips for incorporating social media into VET courses.
  • Using social media [resource]
    (Source: Australian Institute for Teaching and School Leadership)
    In this illustration of practice, a teacher uses social media platforms as a means of engaging students in a Year 7 geography unit about Antarctica.
  • Using social media to enhance students' learning experiences [online article, US, 2014]
    (Source: ASQ)

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Teaching and training contexts

Adult and community education - Free resources

Research

  • Adult Learning Australia has published its latest Australian Adult Community Education environmental scan [2022]
    The scan profiles the sector in terms of its programs, features, provider types, participants, outcomes and supporting policy areas. It also explores the challenges facing the sector in terms of sustainability.
    Previous scans are available in VOCEDplus.
  • Engagement and participation in a learner-centred system [2007]
    (Source: Adult Learning Australia)
    The overview and four papers in this publication examine the challenges posed by the 'participation imperative' for the VET system as a whole, with particular reference to ACE.
  • Insights from the classroom: a survey of adult literacy providers
    This report provides a high-level summary of outcomes from a national survey of adult literacy, numeracy and digital literacy (LND) needs. The survey was commissioned by the national Reading Writing Hotline and co-designed with and administered by Social Equity Works. The aim is to build a picture of current delivery, the need identified for literacy, numeracy and digital literacy programs across Australia and the barriers experienced by both providers and learners.
  • Hard to reach learners: what works in reaching and keeping them? [2010]
    (Source: Adult, Community and Further Education Board, Victoria)
    The report begins by defining who are hard-to-reach learners and presenting information on their location. Understanding local conditions is an essential element in the development of effective training. Best practice principles are then discussed in two contexts: (1) a set of principles broadly applicable to all hard-to-reach groups is described along with the strategies and techniques that flow from them; and (2) several particular groups are also considered (vulnerable workers, young people, Indigenous Australians and people with a disability).
  • Provision of foundation skills training by community education providers in regional Australia [research report] [2021]
    (Source: NCVER)
    This research investigates the contribution community education providers make to foundation skills training in regional Australia, the models of delivery which seemed to work best, and whether the undertaking of foundation skills training helps build social and human capital of the individual and broader community. The research finds that proportionally more regional community education providers deliver foundation skills training than other regional training providers. Completions among students at regional community education providers are high but little is known about education or employment pathways following training due to difficulties in tracking students.
  • Supporting pathways in learning and life: non-accredited training within the New South Wales Adult and Community Education (ACE) program [report, 2021]
    • Non-accredited training: building student resilience and employability
      These training materials were developed in a project funded under the NSW Government's 2020/21 ACE Teaching and Leadership Program, and support a focus on employability skills, as recommended in the report.
      (Source: NSW Department of Education)
      This project investigated the potential benefits of non-accredited training among community colleges in NSW, with a particular focus on training funded under the state government's ACE program, and how it impacts students in terms of their overall confidence, their engagement in the community and their employability as they transition to the working arena.

Focus on practice

  • A conversation about adult education with the Australian Council for Adult Literacy
    (Source: ProLiteracy on YouTube, August 2022)
    Participants from ACAL and ProLiteracy discuss their organizations and the similarities and differences between adult education and literacy in the U.S. and Australia.
  • Council for Adult and Experiential Learning (CAEL) ALLIES Framework [United States]
    Following a five-phase project that began last year, CAEL has released the Adult Learner Leaders for Institutional Effectiveness Framework, or ALLIES Framework, to provide insight on effectively meeting the needs of adult learners within today's digitally dependent learning environment and challenging labor market. CAEL's Principles for Effectively Serving Adults have been restructured within the Framework, which will assume the Principles' longstanding role of guiding postsecondary institutions and state systems committed to an inclusive model of education that meets the diverse needs of post-traditional learners amid ever-shifting education and employment landscapes.
    Free registration is required to download the framework, and survey and interview research on never-enrolled adults, which are captured in an auxiliary report.
  • Formal university qualifications for adult literacy and numeracy
    (Source: Australian Council for Adult Literacy)
    ACAL has compiled this information about opportunities for professional development in the field of adult literacy and numeracy. These specialist teaching qualifications are available at Charles Sturt University and University of Technology Sydney:
  • LINCS Adult Education and Literacy Resource Collection [United States]
    The Literacy Information and Communication System (LINCS) is a national leadership initiative of the U.S. Department of Education, Office of Career, Technical, and Adult Education (OCTAE) to expand evidence-based practice in the field of adult education. The resources in this collection have been reviewed by subject matter experts and recommended and approved by the Department.

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Apprenticeships and traineeships - Free resources

Research

  • NCVER statistical collection - Apprentices and trainees
    Data on apprentices and trainees, including occupations, completion and attrition rates.
  • NCVER survey - Apprentice and trainee experience and destinations
    Survey on apprentice and trainee satisfaction and employment outcomes.
  • Podcast: Traditional trade apprenticeships: still a trusted brand? [2020]
    (Source: NCVER)
    Do we value tertiary and vocational education equally? Have apprenticeships lost their sense of purpose? With recent budget announcements and the need to build a skilled workforce to meet the challenges of a rapidly changing economy, apprenticeships are in the spotlight. Steve Davis talks to the NCVER Managing Director, Simon Walker and Australian Manufacturing Workers' Union (AMWU) National Coordinator - Skills, Training and Apprenticeships, Ian Curry, about the future of traditional trades and how the perception of apprenticeships has changed over the years. Discussion focuses on regulation, flexibility, completion rates as well as the complexity around the status of vocational education and training (VET).

Focus on practice

  • Alternative pathways to apprenticeships: good practice guide [2015]
    (Source: NCVER)
    This good practice guide collates the relevant key findings for education practitioners and workplace supervisors from three research reports that look at different aspects of earlier completion such as competency-based progression and recognition of prior learning. Although the research highlights the benefits of completion, it also identifies gaps in communicating and supporting alternative pathways between policy-makers and program administrators, as well as communications between the training provider and the workplace.
  • Apprenticeships and traineeships: good practice guide for registered training organisations [3rd edition, 2012]
    (Source: Western Australian Department of Training and Workforce Development)

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VET delivered to secondary students - Free resources

Research

Focus on practice

  • Guide to Western Australian school-based apprenticeships and traineeships (SBAT) [2020]
    (Source: Western Australian Department of Training and Workforce Development)
    This guide has been developed to support schools, registered training organisations, employers, students, parents and other stakeholders operating in the WA apprenticeship and traineeship system. It provides detailed information on the key aspects involved in an SBAT arrangement, including: a quick guide outlining the key steps involved in an SBAT from starting out through to completion; real life examples that make it easier to understand how SBATs actually work in practice; information on the roles and responsibilities of each of the stakeholders in an SBAT; and links for easy access to fact sheets, forms and other information.
  • Structured workplace learning manual for Victorian secondary schools [2017]
    (Source: Victorian State Government, Education and Training)
    • SWL Statewide Portal [Victoria]
      This portal helps school students to find work placements with employers across Victoria.
  • VET for secondary students in Australia's states and territories
  • Vocational placements [fact sheet]
    (Source: Fair Work Ombudsman)

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Workplace education and training - Free resources

Research

  • A huge learning curve: TAFE practitioners' ways of working with private enterprises [2005]
    (Source: NCVER)
    Increasingly, vocational education and training (VET) practitioners work with industry and within private enterprises in arrangements that provide training for workers. This report, based on interviews with TAFE practitioners and managers, enterprise managers and on-the-job learners, highlights the expanding roles of TAFE practitioners in these training arrangements.
  • Roles of informal workplace trainers in different organizational contexts: empirical evidence from Australian companies [article, 2006]
    Informal workplace trainers help employees learn what they need to know and do in order to get their job done. Little is known about the actions of informal workplace trainers, who may be colleagues or supervisors. This study provides an empirical basis for actions undertaken by informal workplace trainers.
  • The emerging role of enterprise learning consultants [2013]
    (Source: NCVER)
    Enterprise learning consultants (ELCs) assist industry by combining their educational - in the context of the Australian Qualifications Framework and training packages - and business objectives and thereby promoting workforce development. This case study research examined the roles, duties and key competencies of enterprise learning consultants, and the areas of professional development needed to develop new ELCs.
  • The nature of learning being facilitated by frontline managers [article, 2013]
    The research explores the role frontline managers play in promoting and facilitating learning at work. The results of this study suggest that frontline managers, who were considered leaders of learning within their respective organisations, take an instrumental approach to leading employee learning, that is, learning is seen largely as a mechanism for getting work done.
  • Workforce skills development and engagement in training through skill sets [2012]
    (Source: NCVER)
    Skill sets are a grouping of one or more competencies below the level of a full qualification that meet a client skills need, such as a licensing or compliance requirement or specific knowledge of an emerging area. A point of debate is the role that skills sets play compared to full qualifications, which are seen as the foundation of the VET system. Using a case study of agrifood students, this study investigated the use of skill sets by students enrolled in Rural Production Studies skill sets developed by TAFE NSW and those enrolled in the Diploma of Agriculture.
  • Workplace training: employer and employee perspectives [2017]
    (Source: NCVER)
    This summary highlights key findings from research which examined different aspects of employer-supported training.

Focus on practice

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Evidence based evaluation

Free resources

Related VOCEDplus resources